Literary education and reader’s problems in modern school

The article deals with modern problems in the system of philological education, urgent issues of reader’s education (of a pupil, a student, a Language and Literature teacher) in the changed social-cultural conditions, new value orientations, in the epoch of knowledge globalization. Reading, as we know, is work and creativity, co-authorship with a writer, with yourself, and in the course of school studying, developing interaction with the teacher, with schoolmates. Moreover, impulses of co-authorship underlie the piece of art with a set of meanings in it. Literary, methodical sciences meet three conditions of their existence, i.e. they have: a) their own object of research which is not studied by any other science; b) their specific methods of research; and c) are socially significant. In this context reading and reader's experience of the Language and Literature teacher have not only professional, but also state value. Conclusion: The teacher of Literature has also to be a researcher of: a) reader's perception (children's and his/her own - it is necessary); b) the literary work in its specifics (genre, type, author's position), - but it is not always implemented in mass practice, although there is a lot of creative teachers.